Active Outline

General Information

Course ID (CB01A and CB01B)
C D D090.
Course Title (CB02)
Facilitating Inclusion in Early Childhood Programs: Intervention Strategies
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
Expands upon a student's ability to work effectively with all children in early childhood programs and more specifically with infants, toddlers and preschoolers with disabilities and other special needs in inclusive environments. Focus will include theories, research, and practical applications of best practices from both the fields of Early Childhood Education and Early Intervention/Early Childhood Special Education. Students will learn to design practical and effective intervention strategies for individual children with special needs within the context of natural environments and will learn to work in collaboration with IFSP/IEP teams. (This course meets NAEYC Standards 1a, 1c, 2b, 3a, 3b, 3d, 4b; CEC/DEC Standards CC3-K4, CCK-5, CC4-S1-6, EC4-S1-3, CC5-K3, CC5-S1-5; and NBPTS Standards 2 and 4; California Early Childhood Educator Competencies: Competency Area 7: Performance Areas: 1-4; California Interagency Coordination Council in Early Intervention, Early Intervention Assistant level competencies.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

The course is designed to meet the requirements of the Child Development – Early Intervention/Special Education Certificate program and is CSU transferable. C D D090. is considered the capstone course for the certificate program. It is also considered specialization units in Inclusion of Children with Disabilities and Special Needs under the California Child Development Permit. Course content meets competencies set forth by the California Interagency Coordination Council in Early Intervention, Early Intervention Assistant level. The course provides students the opportunity to learn and apply concepts and ideas related to creating inclusive environments for children with disabilities and special needs.

Foothill Equivalency

Does the course have a Foothill equivalent?
Yes
Foothill Course ID
CHLD F53NC

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
3.0
Maximum Credit Units
3.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours3.06.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
36.0
Laboratory
0.0
Total
36.0
Course Out-of-Class Hours
Lecture
72.0
Laboratory
0.0
NA
0.0
Total
72.0

Prerequisite(s)

C D D010G (or PSYC D010G) and C D D060.

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

In-class exploration of Internet sites

Quiz and examination review performed in class

Homework and extended projects

Guest speakers

Collaborative learning and small group exercises

Other: Group presentations and reflections

Other: In-class journal writing, demonstrations, guest speakers, research experiences

Assignments

  1. Conduct a developmental assessment on a child with special needs. Prepare a reflective paper on the experience and a written preliminary intervention plan.
  2. Structure weekly journal reflections to interpret, analyze, and integrate course content into personal professional knowledge base and professional practice.
  3. Participate in an IFSP or IEP meeting and write an essay on the experience.
  4. Conduct an observation of an inclusion program and prepare a report or observe both a child care center and a special education/early intervention program and write how they both could be blended together to become an inclusive program - what would it take to make the change?
  5. From a fictitious IFSP/IEP write a report showing where you would embed each individual IFSP/IEP goal within the classroom's daily routine. Include what adaptation would help the child access the curriculum.
  6. Research and write a paper choosing a specific disability and elaborating on adaptations, accommodations, and instructional strategies to help a child with disability in accessing the daily classroom activities.
  7. Conduct a task analysis and prepare a written description of the detailed steps.

Methods of Evaluation

  1. Students will be evaluated on their ability to complete a child's assessment and present preliminary intervention strategies for the child.
  2. Students will present journal with 10-12 entries as their final examination. Journal should reflect students ability to interpret, analyze and integrate course content into their learning and professional experience.
  3. Students will submit a signed Letter of Attendance by IEP/IFSP team leader and rubric developed for essay portion, including identification of the various components of an IEP/IFSP.
  4. Students will be evaluated with an observation rubric on their ability to critically assess a program.
  5. Students will be evaluated with a rubric for report including various components of an assessment report regarding IFSP/IEP goals.
  6. Students will be evaluated with a rubric on their ability to write a research paper including components of a literature review on a specific disability or special need.
  7. Students will be evaluated with a rubric on their ability to thoroughly complete a task analysis checklist.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Chen, Deborah, Cook, R.E.& Klein, M.D. Adapting Early Childhood Curricula for Children with Special Needs (9th Edition) Delmar, Thompson Learning Company: Albany NY,2016.
Cook, R.E., Richardson-Gibbs, A. M. & Klein, M.D. Strategies for Including Children with Special Needs in Early Education Settings (2nd Edition). Delmar, Thompson Learning Company: Albany, NY, 2018.

Examples of Supporting Texts and References

AuthorTitlePublisher
Bredekamp, S., (Ed). Revised Edition "Developmentally Appropriate Practices (DAP)". Washington: NAEYC, 2009.
Shaughnessy, M.F, Wright, C., Cook, R.E., Mahan, V.J. "Education in the New Millennium: Not Like Your Grandmother's Schoolhouse". University Press of America, New York, New York, 2004.
Cook, R.E, Sparks, S. N. "The Art and Practice of Home Visiting: Early Intervention for Children with Special Needs and Their Families". Paul H. Brookes: Baltimore, 2008.
Guralnick, M.J. "Early Education Inclusion: Focus on Change (Ed.)", Baltimore: Paul Brookes, 2001.
Sandall, S., McLean, M., and Smith, B., "DEC Recommended Practices in Early Intervention/ Early Childhood Special Education". Council for Exceptional Children, Arlington, VA. (www.cec.sped.org ISBN 1-570353-53-0), 2001.
Sandall, S., & Ostrosky, M. (Eds.). "Natural Environments and Inclusion". Denver: Sopris West 2001.
Sandall, S. & Ostosky. "What to do to Support Young Children's Development". Denver: Sopris West. 2001.
Young Exceptional Children Monograph Series. Division of Eaely Childhood/Council on Exceptional CHildren. www.cec.sped.org 27 May 2012.
Friend, M. D., Bursuck, W. D. "Including Students with Special Needs: A Practical Guide for Classroom Teachers (6th Edition) Prentice Hall: Upper Saddle River, New Jersey, 2011.
Sandall, SR. & Schwartz, I.S. Building blocks for teaching preschoolers with special needs. Baltimore: Paul Brookes, 2002.
Odom, S. L. (Ed) Widening the Circle: Including Children with Disabilities in Preschool Programs. New York: Teacher College Press, 2002.
Inclusion Collaborative. Santa Clara County Office of Education. http://www.sccoe.org/programs/inclusion-collaborative/. 27 May 2012
Center on the Social and Emotional Foundations in Early Learning. Vanderbilt University. http://csefel.vanderbilt.edu/. 27 May 2012.

Learning Outcomes and Objectives

Course Objectives

  • Examine models of Inclusion such as full inclusion, partial inclusion, co-teaching, push-in,and itinerant.
  • Evaluate the components of successful inclusion.
  • Examine the impact of current litigation and legislation: IDEA and ADA.
  • Design and implement educational strategies for the inclusion of infants, toddlers, and preschoolers with special needs/disabilities based on IFSP/IEP.
  • Design and implement practical interventions and instructional strategies to promote development and growth.
  • Compare the purpose, value, and use of formal and informal observations and formal assessments in early intervention settings.
  • Examine family systems and dynamics.
  • Investigate strategies for working with adults in early intervention settings.
  • Analyze the purpose and levels of inclusion.
  • Develop knowledge of members, roles, and effective techniques for working with multi-disciplinary teams.

CSLOs

  • Complete a child's assessment and present preliminary intervention strategies for the child.

Outline

  1. Examine models of Inclusion such as full inclusion, partial inclusion, co-teaching, push-in,and itinerant.
    1. Define inclusion
    2. Understand the rationale for inclusive early education
    3. Understand the benefits of inclusion
    4. Analyze concerns and challenges of inclusion
      1. Discuss licensing issues
      2. Discuss special health care issues including feeding concerns
      3. Identify culturally relevant practices
  2. Evaluate the components of successful inclusion.
    1. Identify inclusion programs:full inclusion, partial inclusion, co-teaching, push-in, and itinerant
      1. Define best practices and essential elements
      2. Analyze evaluation
        1. Discuss teacher training and retraining
        2. Analyze applied developmental approach
        3. Research on consultation and coaching practices
        4. Discuss itinerant teacher, Co-teacher, information sharing models
        5. Define early Intervention Assistant competencies
        6. Describe early intervention environments
    2. Describe early Intervention competencies
    3. Understand preparation of teachers for inclusive programs
  3. Examine the impact of current litigation and legislation: IDEA and ADA.
    1. Describe Federal Legislation
    2. Describe Landmark legislation
    3. Describe California legislation SB 946: Health care coverage: mental illness, pervasive developmental disorder or autism
    4. Describe Inclusion and case law
    5. Discuss cultural relevant issues
  4. Design and implement educational strategies for the inclusion of infants, toddlers, and preschoolers with special needs/disabilities based on IFSP/IEP.
    1. Define the developmental-behavioral approach
    2. Discuss incidental teaching, use of prompts, time delay and reinforcements, imitation
    3. Discuss peer-mediated strategies: Peer management, peer modeling, peer tutoring.
    4. analyze inclusion support service and equipment
      1. Describe communication devices
      2. Describe one-on-one assistant support
      3. Describe visual devices
      4. Research on physical equipment
  5. Design and implement practical interventions and instructional strategies to promote development and growth.
    1. Define embedding therapist, special educators, and health care goals in the classroom activities and environments
    2. Discuss how to arrange a culturally responsive learning environment
      1. describe social-emotional strategies
        1. Discuss social skills and overall development
        2. Define teacher structure peer interaction
        3. Identify preventing and managing challenging behaviors
        4. Discuss adaptations for children with specific disabilities
      2. Describe speech, language, and communication development
        1. Identify sequence on language acquisition
        2. Discuss how to use pictures, print, and signs
        3. Describe dual language learning
      3. Describe cognitive learning
        1. Define developmental delays
        2. Assess developmental delays and planning interventions
        3. Define stimulation, repetition, and task analysis
      4. Facilitate self care adaptive and independent skills
        1. Describe self-care skills in the curriculum
        2. describe self-care skills and the teacher
        3. Describe self-care skills in the home/with families
      5. Define gross and fine Motor
        1. Define sequencing of fine motor and gross motor acquisition
        2. Describe positioning and adaptive equipment
        3. Analyze adaptations in physical environment to accommodate child's needs including specialized equipment
      6. Define sensory Processing
        1. Define low registration
        2. Analyze sensory seeking
        3. Describe sensory activity
        4. Identify low threshold
        5. Describe sensory avoiding and defensiveness
        6. Identify sensory integration dysfunction
  6. Compare the purpose, value, and use of formal and informal observations and formal assessments in early intervention settings.
    1. Identify role of observation
      1. Recognize aptitudes/interests and needs
      2. Understand observation as an ongoing process
      3. Document observational findings
      4. Describe communication observational findings
      5. Describe observation and assessment/screening process
    2. Describe identification and non-bias assessment
      1. Recognize needs through observation and assessment
      2. Identify problems associated with early identification, assessment and evaluation
      3. Define the teacher's role in early identification
      4. Develop the IFSP/IEP
      5. Define culturally relevant assessment tools
  7. Examine family systems and dynamics.
    1. Discuss Partnerships with families
    2. Discuss partnerships with IFSP/IEP team members.
    3. Distinguish Family systems approach/relationship based model
    4. Identify community resources, and the process of how to use these resources to meet child and families' needs
    5. Define culturally responsive parent-teacher-professional collaboration model
  8. Investigate strategies for working with adults in early intervention settings.
    1. Describe consultation
    2. Define Coaching
    3. Analyze adults learning style and conflict resolution
    4. Describe cultural competency and responsiveness
    5. Identify generic teaching strategies
    6. Define team teaching
    7. Itinerant teacher
    8. Describe one-to-one aid
    9. Analyze reflective practice and reflective supervision
  9. Analyze the purpose and levels of inclusion.
    1. Identify levels of inclusion
      1. Define mainstreaming
      2. Define reverse mainstreaming
      3. Define full inclusion
    2. Identify purposes of Inclusion
      1. Describe IFSP/IEP goal achievement
      2. Discuss education and acceptance
  10. Develop knowledge of members, roles, and effective techniques for working with multi-disciplinary teams.
    1. Define role of the teacher and center director
      1. Analyze how to educate others on the importance of child development and your program philosophy and practices
      2. Describe policy and procedures for effective inclusion (scheduling time for planning, conferencing, evaluating, staffing for continuity of care)
    2. Describe IFSP/IEP team members within the classroom context
      1. Describe family members and parents
      2. Describe service coordinator- Regional Center
      3. Describe therapists
      4. Identify special educators
      5. Describe technology specialist
      6. Identify mental health professional
      7. Define para-educators
      8. Define early childhood educators
      9. Identify advocates
    3. Research effective techniques for working with multi-disciplinary teams
      1. Identify collaboration
      2. Describe communication
      3. Analyze role reversal and expansion (cross training on specific skills and knowledge)
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